İmam hatip liselerindeki kız öğrencilerin sorunları ve beklentileri (İstanbul-Güngören örneği)
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Date
2019-07-05
Authors
Sali, Esra
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
İlk örnekleri 1912’de Medresetü’l-Vâizîn, 1913’te Medresetü’l-Eimme ve’l-Hutebâ ismiyle açılan İHL’ler, 1924’te İmam Hatip Mektebi adıyla açılmış, 1930’da kapatılmasının ardından 1951’de İHO olarak öğrenime başlamıştır, 1973’te İHL’ye, 1985’te AİHL’ye dönüştürülmüştür. Zamanla sayıları artan okullar 1997’de alınan MGK kararları ile sayılarının azaldığı, mensuplarına sıkıntılı günler yaşatıldığı sürece girmiştir. 2011’de katsayı problemi çözülmüş, 2012’de 8 yıllık kesintisiz eğitim kaldırılarak İmam Hatip Ortaokulları açılmıştır. Günümüzde sayılarının artışı süren okulların gelişimi ve dönüşümü Uluslararası ve Proje AİHL’lerin açılışı ve bazı İHL’lere sınavsız girme imkanlarının oluşturulması ile sürmektedir. Son gelişmelerin, okullardaki etkisinin ölçümü için yapılan ankette öğrenciler kişisel, sosyo-ekonomik, kişilik-karakter, sosyal hayat etkinlikleri, İHL’nin hayatındaki etkisi, okulu tercihi, memnuniyeti, öğrenim süreci ile tanınmıştır. İHL öğrencilerinin problemlerini çözebilme ve beklentilerini karşılayabilme durumları, sorunlarının çözülememesinin sebepleri, sorunlarının ve beklentilerinin yoğunlaştığı alanlar, öğrencilerin okul, dersler, kişisel ve psikolojik yönlerden sorunlarının çözümü noktasında ailelerinden, eğitimcilerden ve çevrelerinden beklentileri araştırmanın temeli niteliğindedir. Netice itibariyle öğrencilerin sorunları için sunulabilecek okul içi ve okul dışı çözüm yolları sorgulanmıştır. İstanbul Güngören’de birbirinden farklı özelliklere sahip üç İmam Hatip Lisesinde 890 öğrencinin katılımı ile gerçekleştirilen anket uygulamasında İHL’de öğrenim gören öğrencilerin sosyal medyanın etkisi ile yalnızlaştıkları, insanlarla aralarına koydukları sınırlar neticesinde ihtiyaç duydukları ilgiyi, desteği tam anlamıyla göremedikleri, bu sebeple kendilerini ifade ederken ve problemlerini çözerken sorun yaşadıkları tespit edilmiştir. Beklentilerin karşılanarak sorunların çözülebilmesi için devlete, topluma, eğitimcilere, ailelere ve genç bireylere birtakım görev ve sorumluluklar düşmektedir.
The Imam-Hatip High Schools whose the first examples were Medresetu’l- Vâizîn in 1912 and Medresetu’l-Eimme in 1913 were opened in 1924 as Imam-Hatip Mektebi. Following its closure in 1920, it started education as being IHO in 1951. Then, it was converted to IHL in 1973 and to AIHL in 1985. The number of the schools that had increased in time, was dramatically decreased and limited due to MGK verdicts, that reached in 1997, which caused the members of schools to enter into troublesome days. The problem of subject weighting in university entrance score was abolished in 2011, and the Imam-Hatip Secondary Schools were opened by abolishing 8-year continuous compulsory education in 2012. Nowadays the development and transformation of the schools continues with the oppening of International and Project AİHLs and the creation of opportunities to enter some İHLs without examination. In the survey conducted to measure the impact of recent developments on schools, the students were identified in the light of information about their personal details, socioeconomic status, personality characteristics, social activities, effect of the IHLs in life, preferences, pleasure, and opinions for education. This research focuses on the expectations of the IHL students from their families, teachers, school counselling service, school administration, and friends about overcoming the problems including handling their problems and fulfilling their expectations, the reasons why problems cannot be solved, the areas their difficulties and expectations concentrate, and the solutions of the issues in education and personal life. As a result, in-school and out-of-school solitions for students problem were queried. In a survey conducted in three Imam Hatip High Schools with different characteristics in Istanbul Güngören with the participation of 890 students, it was determined that students become lonely with the impact of social media. Moreover, because of the distances the put between themselves and people, they cannot fully get the attention and support they need. Resulting in, they have been found to have problems in expressing themselves and solving their problems. At this point, in order to solve the problems of the students, to meet their expectations, and, most importantly, to solve the problems of loneliness; society, educators, families, and the students should take responsibility, and it is necessary to develop some solver policies by state.
The Imam-Hatip High Schools whose the first examples were Medresetu’l- Vâizîn in 1912 and Medresetu’l-Eimme in 1913 were opened in 1924 as Imam-Hatip Mektebi. Following its closure in 1920, it started education as being IHO in 1951. Then, it was converted to IHL in 1973 and to AIHL in 1985. The number of the schools that had increased in time, was dramatically decreased and limited due to MGK verdicts, that reached in 1997, which caused the members of schools to enter into troublesome days. The problem of subject weighting in university entrance score was abolished in 2011, and the Imam-Hatip Secondary Schools were opened by abolishing 8-year continuous compulsory education in 2012. Nowadays the development and transformation of the schools continues with the oppening of International and Project AİHLs and the creation of opportunities to enter some İHLs without examination. In the survey conducted to measure the impact of recent developments on schools, the students were identified in the light of information about their personal details, socioeconomic status, personality characteristics, social activities, effect of the IHLs in life, preferences, pleasure, and opinions for education. This research focuses on the expectations of the IHL students from their families, teachers, school counselling service, school administration, and friends about overcoming the problems including handling their problems and fulfilling their expectations, the reasons why problems cannot be solved, the areas their difficulties and expectations concentrate, and the solutions of the issues in education and personal life. As a result, in-school and out-of-school solitions for students problem were queried. In a survey conducted in three Imam Hatip High Schools with different characteristics in Istanbul Güngören with the participation of 890 students, it was determined that students become lonely with the impact of social media. Moreover, because of the distances the put between themselves and people, they cannot fully get the attention and support they need. Resulting in, they have been found to have problems in expressing themselves and solving their problems. At this point, in order to solve the problems of the students, to meet their expectations, and, most importantly, to solve the problems of loneliness; society, educators, families, and the students should take responsibility, and it is necessary to develop some solver policies by state.
Description
Keywords
İHL, Problem, İmam Hatip Lisesi kız öğrencileri, Sorun, Beklenti, Imam Hatip High School girl students, Expectation
Citation
Sali, E. (2019). İmam hatip liselerindeki kız öğrencilerin sorunları ve beklentileri (İstanbul-Güngören örneği). Yayınlanmamış yüksek lisans tezi. Uludağ Üniversitesi Sosyal Bilimler Enstitüsü.